Naturally Acquired Mentoring Relationships and Young Adult Outcomes Among Adolescents with Learning Disabilities

Abstract

We evaluated whether having a naturally acquired mentor during adolescence was associated with improved adult outcomes among youth with learning disabilities (YLD). Mentored youth were more likely to have graduated from high school, reported a higher level of self‐esteem, and reported a higher overall number of positive outcomes than nonmentored youth. Mentorship by teachers/guidance counselors was associated with larger differences in high school graduation rates and self‐esteem compared to nonmentored youth whereas mentorship by nonteachers was associated with smaller changes in self‐esteem and no differences in high school completion rates. Future research should include more in‐depth, objective assessments of youths’ learning disabilities, consideration of interactions with concurrent risk factors, and efforts to clarify optimal strategies for mentoring support of YLD.

Exploring the Self-Disclosure Process in Peer Mentoring Relationships for Transition-Age Youth With Developmental Disabilities

“…An exception is the growing recognition of the benefits of peer support for individuals with psychiatric disabilities, including increased self-advocacy and quality of life (Chinman, et al, 2014;Gidugu et al, 2014). This recognition, combined with the limited, yet positive evidence for the population as a whole, indicates that the impact of mentoring for individuals with disabilities is consistent with the larger body of work on mentoring (Ahrens et al, 2010;Bell, 2012;Britner et al, 2006;Rhodes & Lowe, 2009).…”

“…One population that historically has had limited participation in mentoring programs is individuals with disabilities, resulting in relatively few studies on the impact of mentoring for this population (Ahrens, Dubois, Lozano, & Richardson, 2010;Bell, 2012;Britner et al, 2006;Shpigelman & Gill, 2012;Stumbo, Blegen, Lindahl-Lewis, 2008). An exception is the growing recognition of the benefits of peer support for individuals with psychiatric disabilities, including increased self-advocacy and quality of life (Chinman, et al, 2014;Gidugu et al, 2014).…”

An evaluation ofSuccess and Dyslexia– a multi component school-based coping program for primary school students with learning disabilities: Is it feasible?

“…Many studies have also shown that students who have learning disabilities are at risk of responding to their difficulties in non-productive ways, such as passively giving up (Firth, Frydenberg, & Greaves, 2009;Lackaye, Margalit, Ziv, & Ziman, 2006;Nu´n˜ez et al, 2005;Sideridis, Morgan, Botsas, Padeliadu, & Fuchs, 2006), avoiding the problem (Singer, 2007), engaging in disruptive behaviour (Chan & Dally, 2000;Prior, 1996) and social withdrawal (Bryan, 2005;Kotzer & Margalit, 2007), resulting in increased risk of school dropout (Deshler, 2005;Scanlon & Mellard, 2002), juvenile delinquency (Ahrens, DuBois, Lozano, & Richardson, 2010;Svetaz, Ireland, & Blum, 2000), social isolation (Bryan, Burstein, & Ergul, 2004;Svetaz et al, 2000) and depression (Ahrens et al, 2010;Wilson, Armstrong, Furrie, & Walcott, 2009). …”

Disability Awareness Training with a Group of Adolescents with Learning Disabilities

“…Conversely, social skill deficits in older students with LDs may heighten awareness of their own disability due to their own struggles when comparing themselves to their peers. This comparison may be especially frustrating if they do not have a full understanding of how to effectively manage their disability, thus negatively impacting their self-esteem and interactions with others (Ahrens et al 2010;Alesi et al 2012;MacMaster et al 2002). Abernathy and Taylor (2009) compared LD self-awareness to a person understanding their medical condition.…”

“…Specifically, when someone knows their medical condition, they are able to take appropriate measures to manage their condition and understand how it can impact their life. The responsibility of teaching and mentoring a child about their disability often falls on the parent, teacher, or other related education professionals (Ahrens et al 2010;Higgins et al 2002). As such, it is important to emphasize the benefits of providing appropriate and effective methods of teaching children with LD to better understand their learning difficulties.…”